Social Stories Social Stories do more than just tell the child what to do; They help them see social situations in a way others do!
Social Stories or “Scripted Stories” • Brief descriptive stories that provide information regarding a social situation- to support children in social situations: • Help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules.
Why do we need Social Stories? • We assume that children understand the behavior we expect, but often they do not. • Many times, what we see as misbehavior maybe the result of confusion. • The term Social Stories and technique for writing them was intended to help children to understand social situations, to understand the behavior of others, and to understand the expected behavior while minimizing the social aspects of the adult/child interaction.
Who are Social Stories Written For? Stories are written in response to individual student needs.
What can Social Stories Do? • Describe situations in terms of the relevant social cues and/or correct responses in a non-threatening format. • Explain the “fictional” qualities of commercial stories/movies/etc. By identifying the realistically appropriate interactions depicted in those stories.
Teach routines, as well as help the child to accommodate changes in routine. • Address a wide variety of behaviors, including aggression, fear, obsessions, and compulsions.
What Are the Basics of Social Stories? • The parent or professional usually writes the story. • At times, older students participate in the writing of their own stories, but it is important to remember the technique is to share information with the student that they did not previously know or understand. • For young children an accompanying audiocassette tape can be effective.
How Do You Write A Social Story? • Target a behavior or situation that is difficult for the child.
Four Types of Sentences Used to Present Information in a Social Story • Descriptive sentences: objectively address the “wh” question: where the situation takes place, who is involved, what they are doing, and why they may be doing it.
Perspective sentences: give a peek into the minds of those involved in the story; they provide details about the emotions and thought of others. • Directive sentences: suggest desired responses tailored to the individual • Control sentences: are authored by the student himself as something of a mnemonic device—a sentence to help him remember the story or deal with the situation. These are not used in every story and are typically used only with fairly high functioning children.
Example Sitting on the Carpet Sometimes our class sits on the carpet. (descriptive) We sit on the carpet to listen to stories and for group lessons. (descriptive) My friends are trying hard to listen so they can enjoy the story or learn from the lessons. (perspective) It is hard for them to listen to someone who is noisy or not sitting still. (descriptive) I will try to sit still and stay quiet during our time on the carpet. (descriptive)
Ways to Present a Social Story • Illustrations-pictures should be as visually uncluttered as possible. • Symbols • Social Stories on tape • Video • Story Boxes
Children can play with their toys at home. The Rule is “no toys” can be brought to school.
I like to play with my action figures. I can play with my action figures in the car.
I can take 1 action figure in the store. My action figures will stay home when I go to school.
The End By: Stephanie Dyer & Amy Baad
OK It is OK to feel mad.
It is not OK to kick other people or things.
Kicking hurts people and things.
My friends do not like kicking.
I will say, “I am mad.” I am mad
The End By: Stephanie Dyer & Amy Baad